Development of students' self-regulation of learning with a focus on technical education. Theory and research. First edition.

Autor/inn/en	Kozuchová, Mária; Kuruc, Martin
Titel	Development of students' self-regulation of learning with a focus on technical education. Theory and research. First edition.
Quelle	Karlsruhe: Ste-con (2020), 129 S.Verfügbarkeit
Reihe	Theory and research
Beigaben	Diagramme
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	978-3-945862-39-1
Schlagwörter	Bildung; Empirische Untersuchung; Lernpsychologie; Selbstbestimmung; Grundschule; Lehrer; Lehramtsstudent; Lehrerausbildung; Lernmotivation; Forschendes Lernen; Mathematisch-naturwissenschaftlicher Unterricht; Technikunterricht; Studieninhalt; Bachelor-Studiengang; Lebenslanges Lernen; Technik; Slowakei
Abstract	In the monograph, we focused on the self-regulation of the learning of university students in the field of preschool and elementary pedagogy at three universities in Slovakia [by making a comparison of study programs at Faculty of Education UK in Bratislava, Faculty of Education MBU in Banská Bystrica and Faculty of Education KU at Ruzomberok]. [...] The aim was to find out which motivational setting of students' learning influences the process of self-regulation, [and] to create a certain picture of how the undergraduate preparation of students is set up, but mainly the motivation in the programs of Preschool Elementary Pedagogy and Teaching of Primary Education. Methodologically we relied mainly on the theory of self-determination. We gradually analyzed which self-regulated learning styles are prevalent among students; what are the differences in self-regulated learning styles between undergraduate and graduate students; what are the differences in self-regulated learning styles between external and full-time students; what are the differences in self-regulated learning styles among faculties. We proceeded in this way due to the fact that we perceived our research rather as diagnostic - focused on describing the current state. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2